LIBRARY OF CONGRESS; 

.flap. Cojpjrin,?;! 1 \ 
Bhe]f....>A/.33 

UNITED STATES OP AMERICA. 



NEW 



GRAMMATICAL METHOD 



FOR 



THE USE OF SCHOOLS. 



BY 



PROF. S. H. WALDO, o 



I ' 



"Vestigia nulla retrorsmn. 



GEKESEO, ILL 

M. SPURLOCK, PRINTEI 

1881. 




W3* 



TO 

My Literary Friends, 

WHO HAVE ENCOURAGED ME 

TO GIVE THE COMMUNITY THIS NEW METHOD 

OF STUDYING OUR VERNACULAR TONGUE, 

I CHEERFULLY YIELD THE MERIT OF 

SHARING ABUNDANTLY IN ANY 
EXCELLENCE THAT IT MAY POSSESS. 



Entered according to Act of Congrees, in the year 1881, by Prof. S. H. Waldo, in 
the office of the Librarian of Congress, at Washington, D. C. 



PREFACE. 



It seems strange that we, as a nation, have 
so signally failed in the production of a 
Grammar that should happily expound our 
language to those who would acquire ah ac- 
curate use of it. Prof. Whitney thinks our 
language intrinsically one of the easiest in the 
world. But the fact that such a multitude 
of grammars are thrown upon the public, 
manifestly indicates that no rational Theory 
on the subject has been reached and clearly 
presented to the well-informed portion of the 
community, notwithstanding all the literary 
efforts in that direction. 

The best teachers in this region have be- 
come so dissatisfied with all treatises on the 



subject that they reject them all as text- 
books, in the usual meaning of that term, and 
resort to verbal instruction, while referring 
their pupils to some topics by way of ante- 
cedent examination for such exercises. Thus 
the teachers are displeased with the manner 
in which the subject is presented by the 
grammarians, while most scholars are dis- 
pleased with the thing itself. 

Our language is belting the globe by the 
missionary and the merchant ; and the riches 
of English literature will render it immortal 
among the educated in all lands. Under 
these circumstances, how exultant should 
American youth become to study their own 
highly honored language! A language may 
be regarded as an organism, Etymology 
answering to Anatomy and Physiology to 
Syntax. What folly, therefore, to reverse 
the order of things and attempt to unfold the 



logical relations of sentences, passing by the 
broad and beautiful field of Etymology with 
no grouping of its words, and the mind of the 
scholar filled with dry definitions and obscure 
Rules! No wonder the scholar finds it un- 
pleasant to ride backward, and the teacher 
hard work to reconcile him to this continued 
prosecution of his journeying in that style. 
Without raising issues of little importance, or 
discussing thousands of niceties upon which 
the best grammarians will differ, I propose 
fairly and squarely to meet the common diffi- 
culties of Etymology and Syntax. These 
are the points where both the teacher and 
scholar require aid. The history of the lan- 
guage and floods of curious detail have not, 
and never can, meet the case. It would 
seem presumptuous, I am aware, to think of 
untying this Gordian knot, when so many 
have attempted it in vain. But peculiar 



providences and the unhesitating approbation 
of literary gentlemen whose opinion it would 
be consummate folly to treat with disrespect, 
have co-operated with my own distinct con- 
victions to present to the community the 
ideas suggested in the following pages. 

The urgent demand for "a book," awak- 
ened by some verbal statements on this New 
Method, has necessarily precluded polished 
detail on many points. But the principles, 
I believe, are correct; and, when fully under- 
stood and happily applied, will be received 
as the "ne plus ultra" in aiding our youth 
in acquiring a knowledge of the principle 
elements of the Anglo-Saxon language. I 
have no hesitation in appealing to enlight- 
ened and benevolent mind, seeking the best 
interests of the young and their most rapid 
advancement in sound learning. Progress is 
the spirit of the age. Let us not become 



alarmed at new modes of arriving at truth, 
while "we put to the test all things," and 
"hold fast the beautiful." —1 Thes., v, 21. 

All teachers of practical experience are 
invited to make suggestions, which will be 
thankfully received and carefully examined. 
And when this little work has proved its 
worthiness, as I trust it will in clue time, all 
efforts to give it a broad circulation will bless 
coming generations and aid in elevating our 
common humanity. 




Suggestions to Teachers, 



1. The principles suggested in this little 
treatise are few, but see that you fully un- 
derstand each item before you attempt its 
inculcation and illustration. This improved 
method pays no premium on stupidity. 

2. Not only select illustrations, but re- 
quire your scholars to do the same, giving 
them time to do it. 

3. Require each scholar to bring a dic- 
tionary — quarto, if possible. 

4. Require the free use of the pen in 
writing on topics assigned. Bacon says, 
u Writing makes an exact man!" 

5. Require each scholar to speak with 
freedom and correctness — not using always 



9 

the same little circle of words to express his 
thoughts. 

6. Keep in mind the fact that we do not 
learn to talk by the aid of grammatical rules, 
but by imitation. Therefore, select and read 
to your scholars pieces of fine oratory and 
poetry. Fill their minds with noble ideas of 
manly conduct on various topics. 

7. Point out the beauty of well-chosen 
words and well-arranged sentences. U A 
word fitly spoken is like apples of gold in 
pictures of silver." — Prov., xxv, 11. 

8. Rouse your scholars to think vigor- 
ously and rapidly without being mad and 
coarse in language. 

9. If you desire your scholars to be any- 
thing in the world, give them stirring motive 
and keep it before them. 



ETYMOLOGY. 



Under this element of grammar we shall 
endeavor to ascertain what is meant by the 
term "part of speech," and their number. 



I. 

Part of Speech. 

1 . Ex. — The studious student studies studi- 
ously. 

These last four words resemble each other. 
They all begin with s-t-u-d, and in that item 
they are alike. 

But they differ in their endings. What 
are the endings? 

Ans. — I-o-u-s, e-n-t, i-e-s and i-o-u-s-l-y . 



11 

2 . But these four have different meanings. 
Let us see whether we can see any difference. 

What is the difference between studious 
and student? 

Arts. — Student means one who studies, and 
studious means a student who studies attent- 
ively; i. e., a student and what kind of a 
student. 

And what is the difference between studies 
and studiously? 

Ans. — One word shows the act of study- 
ing and the other shows how the studying is 
performed. 

These four words we call different parts of 
speech. 

They look differently, they act differently, 
they are different. Can all see it? 

3. But what do grammarians call them? 
Ans. — They call student a noun, or name. 

They call studious an adjective because it 



12 

qualifies, telling what kind of a student, 
They call studies a verb because it is 
the lion of the sentence. And studiously 
they call an adverb because it modifies the 
verb. 

These are all the real parts of speech. 
Take any group of words from one root or 
stem and see whether more parts of speech 
can be obtained. Take the dictionary. 

Again, if all language is made by merely 
modifying the subject and predicate, how 
can there be more than. four parts of speech? 
Are not 24-2=4? Do we know anything of 
anything more than the thing and its qual- 
ities ? And do we know anything of an act 
more than the act and its quality ? Try it. 
Take student again. The student and his 
character is all we can know about him. 
Time, place and circumstances do not change 
the real character. The same is true of his 



13 

conduct. Speech is a thought expressed by 
a word having a rational content or soul 
in it. 

Ex. — John is a scholar. 

Scholar is a part of speech. Since there 
is a rational idea in the term scholar, the 
word has got a soul in it. A soulless word 
should not be called a part of speech. 

Again, let us compare some of the terms 
thrust in among the actual parts of speech 
and called by the same honorable name. 

Things should never be classified together 
without items of resemblance. Who would 
think of putting pigs and lambs into the same 
class ? or doves and crows into the same 
category ? What is there in common in an 
Adverb and a Conjunction ? A Conjunction 
joins words or sentences. But an Adverb 
modifies a Verb, an Adjective, or another 
Adverb. So we may take an Adjective and a 



14 

Preposition. An Adjective qualifies or speci- 
fies, while a Preposition goes before a word 
to attach it to some portion of a sentence. 
The same may be said of an Interjection, 
which is a word thrown into a sentence. 
The Pronoun is a mere substitute for a Noun. 
Now subtract the Conjunction, the Preposi- 
tion, the Interjection and the Pronoun, and 
we have only four left, as before. How 
things so unlike came to be classified to- 
gether I am not informed. That they have 
been cannot be questioned That English 
Grammar has eight or nine parts of speech 
has been pricked into us like powder into a 
sailor's arm. I was fooled in the same way 
with thousands of others. And now suppose 
we should fool ourselves still more by adher- 
ing to our folly. And yet some may be as 
silly as some are in rejecting the Sacred 
Scriptures Revised. 



15 

Ask modern grammarians what they mean 
by a part- of speech, and most wonld be at- 
tacked by that disease that prevails so 
abundantly in the recitation room — "vox 
hsesit faucibus" — his voice stuck to his 
jaws. 

It is true that our language has not been 
ruined by all this folly, for we learn to talk 
not by grammatical rules but by imitation, 
and a happy thing it is for us, for had our 
talking been as slipshod as our grammar, our 
speech would be but a heap of rubbish, or 
like the ruins of some ancient city . 

Let those who laugh at Salem witchcraft 
and the Blue Laws of Connecticut, as though 
we are too shrewd to be duped by tradition, 
be pointed to the fact that the Anglo-Saxon 
family have been fooled eight times as long 
by their grammar as the Children of Israel 
were in the wilderness. 



16 

Again, we are informed that the English 
language has eight, some say nine, parts of 
speech, as though other nations might have 
more or less than that number. Whereas, 
all languages are substantially alike. They 
may not, in all stages of their history, be 
equally developed, but all their grand ele- 
ments must be the same. They need the 
use of the same parts of speech, and no 
more. How could they hold rational inter- 
course with each other without using the 
same parts of speech ? It is said the Chinese 
indicate -the relation of one word to another 
by the position which they give them in 
writing But then they must have verbs 
and nouns as we have them, and the same 
parts of speech generally. 






17 



becker's classification. 

In 1858, Mr. William C. Fowler, then a 
late Professor of Rhetoric in Amherst Col- 
lege, published an English Grammar, giving 
the Classification of a Mr. Becker. 

This theory does not seem to have been 
fully adopted by the Professor, though it 
seems to be manifestly the true one, so far 
as the number of parts of speech are con- 
cerned. The Noun, Adjective, Verb and 
Adverb he calls Notional words; the Prepo- 
sition, Conjunction, Pronoun and Interjection 
are called Relational words. If the terms 
"Notional" and "Relational" be changed to 
Logical and Accidental, common minds might 
more readily apprehend their meaning. 

A possible objection to the Classification, 
that a Relationship is unworthy to be called 
a part of speech. 



18 

If we mean by part of speech a word 
having a real content, then Relationship is 
precluded; for mere Relationship does not 
contain an existence or any quality of an 
existing thing. But suppose that Relation- 
ship were admitted to be a rational verity, 
how would that verity compare with the 
quality of an Adjective? or the Reality of a 
Noun? The concrete Noun is an actual 
existence. The abstract Noun implies an 
actual existence from which the Noun is 
derived. Hence, notions so different mutu- 
ally exclude each other from the same 
classification. 

VARIATIONS OF THE PARTS OF SPEECH. 

The term for actual part of speech we will 
designate Logical, and the other terms, 
usually combined with them, we will call 
Accidental. 



19 

1. The Accidental are invariable, except- 
ing the Pronoun. This should be memorized. 
And so all Pronouns. 

2. The logical p arts of speech. — The Noun 
has four cases: the Nominative or Subject- 
ive, the Possessive, the Objective and Inde- 
pendent. 

3. The Adjective has three degrees of 
comparison. 

4. Some Adverbs are compared. 



5. SYNOPSIS OF TENSES AND MODES. 

Tenses . 

I call — Present. I have called — Present 
Perfect. 

I called— Past. I had called — Past Per- 
fect. 

I shall call — Future. I shall have called — 
Future Perfect. 



20 



Modes. 
I call — Indicative. If I call — Subjunctive. 
Call thou or do thou call — Imperative'. 
To call — Infinitive. Calling — Participal. 

All these forms should be perfectly com- 
mitted to memory. 

A model conjugation of the verb am should 
be made out by each student, and perfectly 
committed. 

Then the verb to be, through the Sub- 
junctive. 

Some regular verb should be conjugated 
actively and passive!//. 

Other items respecting verbs will be noted 
in Parsing. 

II. 

Errors of the Usual Method of Studying 
English Grammar. 

1. The statement is boldly made that 
English Grammar "teaches to speak and 



21 

write the English language correctly." The 
student usually does not realize any special 
benefit from its study for years, save a little 
verbal criticism. No beauty nor breadth 
of etymology is seen. No eloquent emotion 
is awakened and no power of expression is 
secured. The study becomes dry and pe- 
culiarly unwelcome ; and, in some instances, 
absolutely vexatious and disgusting. 

2. AR grouping of words into families is 
ignored, and the dictionary is rarely con- 
sulted, except to learn the meaning of a few 
words, their spelling or parts of speech. The 
grouping of words, and especially when the 
fact is known, is a delightful and profitable 
exercise. The words are seen in their re- 
spective families, resembling each other, and 
each discharging a different office. The 
pointing out of these offices on the board 
becomes pleasant and useful in the study of 



22 

the language. Thus sorrow is turned into 
rejoicing. 

3. The scholar feels that his information is 
augmented, and that he is deriving immediate 
benefit from this branch of education. His 
awakened state of mind naturally leads him 
to put forth more vigorous and manly effort 
in other directions. Blind definitions and 
dry abstractions did not produce such results. 

4. The old method taught that there were 
eight parts of speech — a sad mistake. It 
jumbled things together which should have 
been kept separate. The mind of the learner 
became bewildered and vexed in this confu- 
sion of things. Thus years of time and 
thousands of dollars are annually thrown 
away by this misapprehension. 

5. A world of detail has been mixed 
with the essential elements of grammar, thus 
rendering ' ' confusion worse confounded.' ' It 



23 

would be difficult to find in the records of 
human folly a more humiliating and expen- 
sive error than this grammatical mistake 
under which the Anglo-Saxon race has been 
living for centuries. It is absolutely, crush- 
ingiy painful to think of the waste of time, 
of money, and mental effort, in consequence 
of such a blunder. And yet the fact is as 
manifest as the light. The man who cannot 
see it must have little to account for. Let 
us be humble in view of this gigantic blun- 
der, and be thankful that a better day dawns 
upon us. 

REVIEW OF ETYMOLOGY, 

AND PREPARATION FOR SYNTAX. 



1. Let every essential item pass under a 
rigid review without the board. 

2. Obtain, if possible, a dictionary in 
which the words are grouped in families. 



24 

3. Here examine the subject of Punctua- 
tion. ( See Wilsons treatise. Boston. ) 

4. Mental Philosophy should he studied 
for two weeks, so that the scholar can ana- 
lyze thought. Writing and speaking exhibit 
the working of mind. In analyzing sentem 
we need the ability to trace the laws of 
mental action. Words give the points where 
the mind reveals itself, and then thought 
may flash over a sentence, making no verbal 
disclosure. Here mental philosophy is 
needed to exhume the secret thread of 
thought. When the line of logical thought 
is laid bare. Parsing is no difficult matter. 
But. if that line is not distinctly seen, all is 
nap-hazard. 



SYNTAX, 

OR COLLOCATION. 



Syntax — from two Greek words, sun 
(with) and tasso (arrange) — thus it means 
arrangement, or arrangement with. In Mat., 
xxvi. 19, the Greek gives the same word, 
arrange with ; which is rendered in our 
translation, "And the disciples did as Jesns 
had appointed them." If rendered more 
literal, the exact idea would seem better 
expressed. Tims. "And the disciples did as 
Jesns had arranged with them." 

The word web would well express the idea 
of Syntax. Prof. Fowler hits the point 
happily : • * Etymology deals with the forms 



26 

of single words, and teaches the office and 
power of different parts of speech. Syntax 
deals with groups of words, and shows how 
to combine the several parts of speech to- 
gether in propositions and sentences." 

A great variety of sentences may be con- 
structed, classified and analyzed ; but as this 
work is elementary and aims at method rather 
than at extended detail, a few kinds only 
will be suggested and analyzed. 

"All great systems of philosophy are simply methods: 
they do not give us the material of truth, they only teach as 
how to realize it — to make it reflective — to construct it into a 
system." — Morrill's Philosophy of Religion. 

I. 

Simple Sentences. 

1. Milton wrote. 

This is a simple sentence, and a simple 
proposition also. 

Milton is the subject and wrote is the 
predicate. 



27 

The subject and predicate are both unmod- 
ified. 

2. The poet Milton wrote poetry. 

In this sentence both subject and predicate 
are modified. 

3. A good scholar attends to his business. 
Here the subject and predicate are both 

modified. 

II. 

Compound Sentences. 

Such sentences are constituted by joining 
a co-ordinate or subordinate sentence to a 
simple one. 

1. The sun and moon shine ; i. e., the sun 
shines and the moon shines. 

These sentences are co-ordinate. 
• 2. Intemperance ruins thousands. 

This is a simple sentence. The subject 
is unmodified. But the predicate, ruins, is 
modified by the word thousands. 



28 

Pars. — Intemperance is a common noun, 
third person (because spoken of), singular 
number, and subjective case of the verb, 
ruins. 

[All common nouns do not admit of 
classes. And the name proper, when applied 
to a noun, does not mean proper, but pecu- 
liar.^ Ruins is a regular, active, transitive 
verb, indicative mode, present tense, and 
agrees with its subject in person and number. 

Thousands is a common noun, plural num- 
ber, objective case, and governed by the verb, 
ruins. 

Rule 1. — Transitive verbs in the active 
voice govern the objective case. 

2 Ex. John and Joseph go to town. 

This sentence is co-ordinate, as John goes 
to town, and Joseph goes to town. The 
subject is compound, and to is a preposition 
governing town. 



29 

Rule 2. — Prepositions govern the objective 
case. 

3 Ex. He visited Athens that he might 
witness its ancient ruins. 

Pronouns are subject to the same rules as 
their nouns. That is a conjunction and joins 
the two sentences. 

Rule 3. — Conjunctions connect words and 
sentences. 

4 Ex. "I, Paul, have written it with 
mine own hand." 

Have toritten is a verb in the indicative 
mode, perfect present tense, and agreeing 
with I. Mine own: own is used intensively. 

Rule 4. — A noun explaining another noun, 
hy apposition, is put in the same case. 

Paul was called to be an apostle. 

Was called is a verb in the passive voice, 
indicative mode and past tense. A passive 
verb is usually made by a perfect participle 



30 

of an active verb joined to some part of the 
verb to be. Come and go may assume a pas- 
sive form and be styled neuter passive verbs. 

The Participle. — Sometimes it possesses 
a verbal element, and at other times it 
appears as an adjective. When the perfect 
form loses time, then it becomes an adjec- 
tive; and sometimes the present participle 
becomes an adjective. We find it in five 
forms : 

Loving — Present. 

Having loved — Perfect. 

Being loved — Present. 

Loved, and Having been loved — Perfect. 

Rule 5. — To be, in the last example, is a 
verb and governed by the verb ivas called. 
The infinitive mode mag be governed bg a verb y 
noun or adjective. 

Rule 6. — Time and distance may be in 
the objective. 



31 

Ex. He lived a long time in poverty and 
want. 

Rule 7. — Two cases may follow many 
verbs, though a preposition might be sup- 
plied to govern one. 

Ex. He asked me a question ; i. e., he 
asked a question of me. 

Rule 8. — Participles refer to their sub- 
jects. 

Ex. "If the changes can be effected by 
the modes prescribed in the constitution 
itself." Prescribed refers to modes. It need 
not be parsed as a part of a passive verb, 
thus : modes which have been prescribed. 

Ex. "He stood leaning on his staff." 
Leaning refers to he. 

The participle may become a verbal noun, 
thus : "I am weary with teaching stupid 
children." Here it may be regarded as a 
verbal noun governed by with, while it gov- 



32 

erns ■ children, a noun. Or, with may govern 
the phrase, teaching stupid children, as a 
noun. 

A noun joined with a participle may be 
independent. 

Ex. "The sun rising, we started on our 
journey." 

Rule 9. — The word what may sometimes 
be equivalent to that which, or those things 
which. 

Rule 10. — The Adjective may sometimes 
be used as an Adverb. 

Exs. He grew old. He went deepest into 
the subject. 

One adjective may modify another. 

Ex. The deep blue sky was over us. 

Rule 11. — As, may sometimes be a rela- 
tive. 

Ex. Appoint such men to office as will 
meet the exigences; i. e., such men who, etc. 



33 

As, meaning so, is an adverb. 

Rule 12. — An Adverb may begin a sen- 
tence that modifies a preceding sentence. 

Ex. However, we will pay the debt; i. e., 
however that may be, we will, etc. 

Adverbs may be used in the place of 
phrases. 

Exs. He dug just below the surface of 
the earth ; i. e., he dug to a short distance 
below, etc. He went nearly round the 
world ; i. e., he came near to the point of 
going, etc. 

Rule 13. — Any phrase or sentence may 
become a Noun, in the grammatical sense of 
that term. 

Rule 14. — A Noun of multitude, when 
conceived as one, requires an agreeing verb 
in the singular; but when the conception is 
plural, the verb must be plural. 

Ex. The multitude pauses as we pass. 



34 

Again : The multitude in confusion rush 
into the street and cry, fire ! 



MODE OF PARSING. 

1. Arrange the sentences in logical order. 

2. Specify their character. 

3. Point out the subject and predicate. 

4. Give the part of speech of each word 
and show grammatical authority for what is 
said of it. 

5. Parse each word according to the office 
it fills in the sentence examined. 

Or, Syntax may be divided into several 
parts, and the process of Parsing conducted 
accordingly, thus : Etymological, Govern- 
mental, Conjunctive, Identical, Qualitative 
and Independent Parsing. 

Rems. 1. — Remember that we learn to 
talk by imitation and not by grammatical 
rules. 






35 

2. The mere grammatical forms of speech 
do not make eloquence. But "logic, set on 
fire," must fill the forms of grammar to give 
us polished eloquence. 

3. Having these definitions and principles 
firm in mind, use common sense. 



Another Form of Studying Grammar. 

Rhetoric may be prosecuted as the main 
thing, while Grammar is studied as subordi- 
nate. 

This method would be much better than 
the usual plan, since Rhetoric is far more 
pleasant to the scholar than Grammar, and 
seems a thousand times more useful. Thus 
Rhetoric and Grammar may be studied har- 
moniously. 

Again, this latter course would wisely 
follow the former, silencing all complaint that 



36 

Grammar is dry and seemingly of little or 
no value. 

If the youth of our Anglo-Saxon family 
will thoroughly master this little book, they 
may thankfully apply to themselves Ps. 
xl, 2 — " He brought me up out of an horri- 
ble pit, and out of the miry clay, and set my 
feet upon a rock, and established my 
goings." 




CONCLUSION. 



To the Citizens of Henri/ County, III. : 

Friends, quondam pupils and teachers of 

youth — I am happy that Divine Providence 

permits me to place this little manual in your 

hands, believing it will bless your children 

in future generations. 

I wish that I could have had more time, 

that I might have done the subject better 

justice, as well as myself. I have not labored 

to reduce this branch of education to mere 

pap for children on the one hand, nor to 

insult fair-minded youth on the other, by 

requiring them to solve problems when no 

leading rules or hints had been given. 

I make no apology for the principles set 

forth, for they will take care of themselves. 

I only wish that more time had been allowed 

me. 

Yours truly, 

The Author. 

May, 1881. 



APPENDIX. 



A. 

In 1850, Prof. Day, of Hudson College, 
Ohio, published a work on Rhetoric, using 
this language : ' c The attention of learners 
has thus been turned chiefly or solely upon 
style. The consequence has been, as might 
naturally be expected where manner is the 
chief object of regard, that exercises in com- 
position have been exceedingly repulsive and 
profitless drudgeries. * * If the mind be 
turned mainly on the matter, * the exer- 
cise of composition becomes a most interest- 
ing, attractive and profitable exercise." 

During the Dark Ages, a liberal course of 
study embraced Grammar, Logic, Rhetoric, 



39 

Arithmetic, Geometry, Singing and Astron- 
omy. The three first were called The 
Trivium, and the four last were called The 
Quadrivium. Hence, we see that Grammar 
and Rhetoric were embraced in the Trivium, 
and both become pleasant studies when pur- 
sued aright. And the other item in the 
Trivium, Logic, would be comparatively un- 
pleasant, also, if applied to questions in 
discussion having no interest. But let the 
questions be of the most thrilling interest, 
and the mind springs into vigorous action. 



B. 



Method of Using the Board, 

K A. | 

Thus: V. Ad. Prep. Con. Inter. 

Pro. Art. 

I. — 1. Let some scholar read while the 
teacher points out the various parts of 
speech. 



40 

2. Then reverse it; let some scholar 
point out the parts of speech while the 
teacher reads. 

3. Let one scholar read while another 
points out the parts of speech. 

Let this exercise be practiced daily until 
rapid accuracy is secured. 

II. — The exact meaning of each part of 
speech should be firmly fixed in the mind. 
All hesitation should be expelled. 

III. — Show how Phrases become parts of 
speech. 

1 Ex. To see the sun is desirable. 

. To see the sun is a noun, and subjective 
case to the verb is. 

2 Ex. The good for nothing boy told me so. 
The good for nothing is an adjective and 

modifies boy. 

That a sentence may become a noun 
should be dwelt upon until fully understood. 



41 

IV. The board should be used at first. 
But it should have its limits. 

1. The lesson may be reviewed without 
the use of the board. 

2. Let all the lessons be progressive. 

3. Let the teacher name any one of the 
four parts of any theme, and call for the 
other. Then let the scholars do the same. 

4. Where the class can recite alone, let 
recitations be carried on without any book 
or even light in the room. This may pro- 
duce a little fun at first; but it will soon be 
found that thought will be necessary to con- 
duct such an exercise. 

None but thinkers are fit for teachers, 
and none but thinkers can ever become 
scholars. 



TESTIMONIALS. 



Geneseo, III., March 31, 1881. 
I have heard Prof. Waldo explain briefly 
his improved method of teaching English 
Grammar, and am favorably impressed with 
his ideas. To the average mind of begin- 
ners, Grammar is a dry, blind study. This 
plan, in clearness and simplicity, seems to 
bring the task to the level of the ordinary 
capacity of young learners, and to make it, 
from the first, comparatively easy and inter- 
esting. I think it is philosophical and emi- 
nently practical. The Professor's well-known 
scholarly attainments should commend his 
new method of Grammar for a careful exam- 
ination by all teachers and friends of young 

pupils. 

M. J. Miller. 

Pastor of Unitarian Church. 
Graduate of Cambridge. 



43 



Cornwall, April 14, 1881. 

Having enjoyed a few interviews with 
Prof. Waldo, of Geneseo, on his new plan of 
teaching English Grammar, I am com^inced 
that, when his system is brought before the 
public, it will revolutionize this department 
of education. 

Incredible as it may seem that any new 
light of marvelous beauty and importance 
could be thrown upon a science that has en- 
gaged the best intellect of the world for 
more than two hundred years, yet, that the 
Professor named has succeeded in doing this, 
in his new system of the study of our 
national tongue, no intelligent educator will 
question after acquaintance with his views. 
That a branch of study almost universally 
regarded as dry, irksome and unwelcome by 
all pupils, should be lifted at once out of 
such popular disrepute, and placed among 
the most pleasing and fascinating of all 
studies, may seem too incredible for belief. 
And, that all this can be secured at a great 
saving of time both to tutor and pupil, cer- 
tainly adds additional value to the scheme. 
Yet such are the facts. And the public may 



44 



rest assured that this known educator is not 
actuated by any catch-penny device or 
scheme in presenting his views on this sub- 
ject for their consideration. A simple ex- 
amination must convince every fair-minded 
searcher for truth and light that all that is 
claimed can be more than realized. Time 
will prove him a public benefactor. And, it 
is to be hoped that the Professor will, at his 
earliest convenience, give to the public his 
system, in completed form, ready for intro- 
duction in all our schools and institutions of 
learning. I cordially indorse his plan and 
commend his views to public regard. 

F. I. MOFFATT. 

Pastor of Presbyterian Church in Cornwall. 
Graduate of , Penn. 



Geneseo, III., April 18, 1881. 
Prof. S. H. Waldo — Dear Sir: I look 
back to my school-boy days with much 
pleasure, yet not altogether unmingled with 
regret over wasted time and opportunity. 
With ambition to succeed, I was constantly 
trammeled by the uncouth book then in use 



45 



called "English Grammar." "Task" was a 
good name for its daily study, for that study 
each clay brought its load of wearisomeness. 
Each lesson convinced me that something 
was wrong, and that this study should be 
made more plain and attractive. When I 
commenced Latin, and found how far in 
advance of the English its Grammar was, in 
respect to plan and perspicuity, I was more 
than ever convinced of the necessity of a 
radical reform in the mode of teaching 
English Grammar. Having given considera- 
ble thought to your new system, and well 
knowing that you would never have intro- 
duced it until rooted and grounded in the 
faith of its excellence, I congratulate you 
upon your success — and not you alone, but 
the great army of youth who, in the years 
to come, will certainly find it a correct 
method by which they may be rapidly and 
effectively instructed in English Grammar, 
while at the same time the prosecution of 
its study will be to them both pleasing and 
deeply interesting. 

Your work denotes progress, with a new 
and better way for the application of 



46 



thought, and if it were a Latin Grammar I 
would select as a motto for its title-page the 
words, "Vestigia nulla retrorsum." 

Very resp'y, J. M. Hosford. 



Geneseo, Henry Co., III., May 23, 1881. 

I wish to say to all whom it may concern 
that I have had about twenty years' personal 
acquaintance with Prof. Waldo — have viewed 
him as a competent educator of youth, and, 
withal, an untiring, persevering student him- 
self; and that his new method of teaching En- 
glish Grammar is worthy the attention of edu- 
cators and scholars throughout the country. 
Twenty years' experience at the head of 
public schools in several States, during early 
life, gives me confidence in speaking thus 
favorably of Prof. Waldo's new mode of 
teaching grammar. 

Joel Ware. 



Geneseo, III., March 29, 1881. 
Prof. Waldo has suggested to me a new 
scheme for teaching English Grammar. It 
appears to me philosophical, and a great im- 



47 



provement on the usual methods of teaching 
that branch of education. It appears to me 
worthy the prompt attention of scholars and 
teachers. 

Prof. Waldo has had a long and successful 
experience in giving instruction ; which fact 
ought to satisfy the community that he un- 
derstands those things that he attempts to 
teach. Merritt Munson. 



Geneseo, III., April 28, 1881. 

English Grammar, which is one of the 
most important of all studies taught in our 
public schools, is also one of the most 
vexing, difficult and hard to grasp by the 
average scholar as it is generally taught. 

Whoever would so systematize this branch 
of study that it could be made both clear and 
interesting to the average pupil, would be 
doing a great public service. 

Such a work, I think, has been accomplished 
by Prof. Waldo in his new system of teach- 
ing grammar. Having carefully considered 
his method, I am convinced that by its adop- 
tion any teacher could, in a short time, enable 



48 



a class to master all the essential points of 
the study, while, at the same time, enlarge 
their vocabulary and develop their reasoning 
faculties much more than could be done in 
the old way. 

I fully deem it worthy the careful consid- 
eration of all educators. 

Albert Bushnell. 

Quasi Pastor of Congregational Church. 
Graduate of Williams. 



COPY OF TESTIMONY GIVEN BY PUPILS. 

Mr. Waldo's method of teaching English 
Grammar surpasses any that we have ever 
seen. He renders the study pleasant and 
rapid. 

No other method, that we have seen, is 
worthy of mention in comparison with it. 

Albert M. Carls. 
Ernest H. Carls. 
Frank H. Small. 
Gust Ekman. 
Geneseo, April, 1881. 



